MyVETmo is a network for innovation in vocational training. As a coordinating body, the office for EU projects and professional qualifications of the district government Duesseldorf developed and disseminated supporting instruments for internships abroad for young people with special needs during the project period from 31st December 2016 to 30th December 2018.
The consortium consists of the following eight partners from Finland, France, Germany, Spain and Turkey: vocational schools (Rheydt-Mülfort Vocational College, RASEKO Finland), further training providers (Education and Crafts Foundation), school authorities (district government of Duesseldorf as coordinator, Junta de Andalucía, Tekirdag il Milli Egitim Müdürlüğü, Rectorat Academie de Lille) and the University of Paderborn.
The project aimed to ensure that European internships in vocational training are no longer reserved for high-performing young people who, for example, are already in dual vocational training. In the sense of inclusive vocational training, it is a matter of making this opportunity possible and accessible for all young people, in particular opening it up to those who – so far – have had little access to this type of education.
In terms of a broad understanding of inclusion, the myVETmo project focused in particular on disadvantaged young people who need special, individual support in various areas. The learning and practical experience abroad was accompanied individually; at the same time the learners were given the space to undertake individual explorations and to discover and experience supposedly hidden or unconscious competences. This “balancing act” between personal support on the one hand and the learners’ self-regulation on the other was taken up constructively and supported by the use of an app (Students' Navigator). The app serves as a guide for learners during their stay abroad and enables quick communication with and prompt assistance from the caretakers. As part of the internship abroad, the learners developed a video for self-presentation that can be used, for example, in later application processes. At the level of project realisation, guidelines and quality standards for inclusive mobility were developed and reflected during the process.
Here you will find an overview of the results (so called "Intellectual Outputs") of the "MyVETmo" project:
The Students' Navigator is a comprehensive, web-based application that allows students to connect with their mentors during their internship and share their work results and experiences via their smartphone.
It helps participants to stay in constant contact with their teachers, friends and family at home, but it also helps to document the experiences they have gained. In addition, it is an instrument to reflect on the mobility process and to expand knowledge of a special field of work. With the Students' Navigator, the teacher can create and define individual tasks that might be a personal, professional and cultural challenge for the student. This is done in a playful way, so that the learner‘s motivation remains high throughout the mobility process and finds his "hidden skills".
The use of the Students‘ Navigator
The application allows teachers to create accounts for learners as well as internship accounts for companies to which the learners can be assigned. A teacher can supervise several learners at the same time. The calendar allows teachers and learners and their companies to keep track of all tasks and appointments. All tasks can be predefined in task catalogues as well as motivation/orientation/skills, which the teacher can use as templates when he/she creates a task.
Video-based Self-presentation (VBS)
The Video-based self-presentation (VBS) is a means of visualising acquired professional and other skills that were not previously known to learners ("hidden skills"). In this way, they improve their chances of future integration into the labour market.
Skills are less acquired through knowledge acquisition, but rather through experience in a work-related internship abroad, a professional problem situation that provides an incentive for the development of professional skills. The experience of the internship is worked out reflexively, the learners "experience themselves" during the internship. The aim of "video-based self-presentation" is to combine the students' stay abroad or their professional experience with the labour market. The VBS should contain information on the current situation of the learner, as well as his/her experience and interests during his/her stay abroad. In the future, the VBS could be used for applications.
Together with the materials which are collected during the mobility and in the Students' Navigator, the VBS is a good basis for visualizing skills acquired throughout the mobility process. Here you will find guides in the languages German, English, Finnish, French, Spanish and Turkish.
Guidelines for inclusive mobility
The guidelines for inclusive mobility define framework conditions for the implementation of internships at home and abroad. They place particular emphasis on the problems and needs of pupils with special needs. They provide the teachers with an instrument for monitoring and mentoring of the target group‘s practice phases. This link will take you to the guidelines.